CD 060 3 Units
Understanding School-Age Children
This course is designed to prepare students to work with children ages five years through adolescence, by focusing on the development of children in this age group. This course includes the study of developmental theories and the practical implications of those theories. This course incorporates licensing regulations as required by Title 22 licensed facilities.
CD 061 3 Units
Activities for School-Age Children
This course is a survey of programs and activities planning for school-age children including both before-and after-school activities for groups and individuals.
CD 075 3 Units
Family Child Care Practices
This course is designed to meet the specific needs of the family child care provider. The emphasis is on learning licensing regulations, good business practices, age appropriate curriculum, healthy environments, positive guidance, and basic child development. Other topics include creating partnerships with parents, maintaining health and safety and working with children from diverse backgrounds including children with special needs and disabilities.
CD 098 1-4 Units
Child Development Work Experience
This course involves supervised training, in the form of on-the-job employment that will enhance the student's knowledge in the selected field of study. The student's major and job must match. Students work 5-20 hours per week to earn units using the following formula: For paid work, 75 hours = 1 unit; for volunteer work, 60 hours = 1 unit. Students may earn a total of 16 units toward graduation in Work Experience 098 courses. See department for specific guidelines.
CD 100 3 Units
Introduction to Child Development
This course is an introduction to and overview of the field of child development, designed to familiarize students with the broad aspects of the profession, philosophies, theories and principles of caring for children in a variety of settings.
CD 101 3 Units
This course includes general concepts, goals and strategies of parenting through the life span in varying life circumstances and diverse family types. Establishing and maintaining close emotional relationships through bonding, attachment, and effective communication techniques with children at all developmental stages is emphasized. Effective guidance skills, shaping and modifying children's behavior are explored.
CD 105 3 Units
Child Growth and Development
This introductory course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.
CD 105H 3 Units
Child Growth and Development - Honors
This introductory course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. This course is intended for students in the Honors Program but is open to all students who desire more challenging course work.
CD 108 3 Units
Early Childhood Development
This course covers the development of children from two years to eight years old. Specifically, this course explores prominent theories related to early childhood development, typical and atypical development of children from two to eight years, contextual influences, and methods of studying the development of young children.
CD 109 3 Units
Childhood Stress and Trauma
This course provides a comprehensive overview of theories, concepts and issues related to childhood stress and trauma. Emphasis is on the short-term and long-term effects that stress and trauma have on the physical, cognitive, language, social and emotional stages of a child's development. Students are introduced to child behavior patterns and potential responses to stress and trauma. Students examine research and innovative methods that support a child's coping skills and healing process. This course is designed to help early childhood practitioners and parents understand how children react and adapt to stress and trauma and to learn strategies to support and care for children.
CD 111 3 Units
Observation and Assessment in Child Development
This course focuses on the appropriate use of a variety of assessment and observation strategies to document child development and behavior. Child observations are conducted and analyzed.
CD 113 3 Units
Principles and Practices of Teaching Young Children
This course is an examination of underlying theoretical principles of developmentally appropriate practices applied to programs and environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development of all young children. This course includes a review of historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.
CD 114 3 Units
Introduction to Curriculum
This course presents an overview of knowledge and skills related to providing appropriate curriculum and environments for young children from birth to age six. Students will examine a teacher's role in supporting development and engagement for all young children. This course provides strategies for developmentally-appropriate practice based on observation and assessment across the curriculum.
CD 115 3 Units
Health, Safety and Nutrition
This course is an introduction to the laws, regulations, standards, policies, procedures and early childhood curriculum related to child health, safety and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. There is a focus on integrating concepts into everyday planning and program development for all children.
CD 126 3 Units
Child, Family, and the Community
This course examines the developing child in a societal context which focuses on the interrelationships of family, school, and community and emphasizes historical and socio-cultural factors. The processes of socialization and identity development will be highlighted.
CD 127 3 Units
Guidance of Children
This course presents a developmental approach to the guidance and discipline of children. Effective guidance theories and methods are presented for teachers and professionals working with children, including children with special needs. Effective communication methods for early childhood educators working with children and their parents will be emphasized.
CD 130 3 Units
Creative Music and Movement for Children
This course explores the importance of music and movement in the development of children ages two through eight. Because children’s physical and motor maturation influences all other aspects of development this course focuses on planning for motor skill progression though creative and teacher-guided movement. There is equal emphasis on developmentally appropriate musical activities and on rhythmic experiences with musical instruments and creative props.
CD 133 3 Units
Creative Science and Math Activities for Children
This course focuses on planning and implementing creative and developmentally appropriate science and math activities for young children. Content includes: life science, physical science, and earth science; creation of scientific environment in the classroom; scientific concepts and the science process skills (observing, comparing, measuring, classifying and predicting); the basic math concepts (classifying, ordering, seriation, patterning, number sense, simple reasoning and counting); and how to create a math environment.
CD 134 3 Units
Language, Listening and Literature for Children
This course emphasizes the process of language acquisition in children and techniques and experiences which promote language development and listening skills. It includes the examination of children’s literature; teaching strategies for reading picture books to children; presenting poetry; flannel board activities; puppetry and storytelling in the classroom for children ages two through eight.
CD 136 3 Units
Creative Art Experiences for Children
This course focuses on establishing an environment for young children that cultivates and nourishes creativity and their aesthetic sense. It includes the principles of creative development; instructional strategies; materials, tools and equipment in an art program; and developmentally appropriate activities and experiences which underscore the emotional, social, physical, and cognitive needs of children from two through eight years of age.
CD 137 3 Units
Play and Materials for Children
This course introduces the theories and pedagogies of play and inquiry based learning and development. A focus of the course is on how play, inquiry, pedagogy, assessment and planning are purposefully and holistically integrated across a range of learning contexts. Child centered approaches are examined with a focus on using environments and resources to plan and support learning and development.
CD 138 3 Units
Teaching in a Diverse Society
This course is an examination of the development of social identities in diverse societies including theoretical and practical implications affecting children, families, programs, teaching, education and schooling. Culturally relevant and linguistically appropriate anti-bias approaches supporting all children, from birth through age 8, in becoming competent members of a diverse society will be examined. This course involves self-examination and reflection of related issues in order to better inform teaching practices and program development.
CD 185 3 Units
Infant/Toddler Growth and Development
This course explores the physical, social-emotional, cognitive, and language development of children from birth to age three. It fulfills the California licensing requirements for infant center personnel and includes infant/toddler interactions and curriculum.
CD 186 3 Units
Infant and Toddler Curriculum
This course is a survey of program and curriculum planning for infants and toddlers child care and education settings, including early intervention and inclusive programs, emphasizing curriculum and principles and practices of quality care and developmentally appropriate practices specific to infants, toddlers and two-year-old children, birth to three years.
CD 205 4 Units
Child Development Practicum / Field Experience
In this supervised field work course, students practice and demonstrate developmentally appropriate early childhood planning and teaching competencies under the supervision of ECE/CD faculty and mentor teachers. Students utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning, and assessment, and knowledge of curriculum content areas are emphasized. Student teachers design, implement and evaluate experiences that promote positive development for all young children.
CD 210 4 Units
Infant and Toddler Practicum
This supervised field experience course guides students in applying learned theory into classroom practice and promotes the development of teaching competencies with infants and toddlers at the SBVC Child Development Infant Center or with an approved mentor teacher. The emphasis is on developing appropriate individual programs for infants and toddlers, as well as professional ethics and cooperative relationships with staff, parents and children.
CD 215 4 Units
Early Intervention and Inclusion Internship
This course provides a supervised internship as an assistant in an early intervention or inclusion setting with children from birth through eight years. It explores the unique development and guidance of infants, toddlers and young children with disabilities and other special needs. Adaptation of curriculum, natural environments, identification and assessment are discussed.
CD 244 3 Units
Children with Special Needs
This course introduces the physical, social, emotional and intellectual characteristics of children with disabilities and other special needs. It covers teaching strategies that are sensitive to children with special needs and their families, as well as the legal requirements of educating children with disabilities or other special needs.
CD 245 3 Units
Early Intervention and Inclusion
This course focuses on theories, research and practical teaching strategies in early intervention and early childhood special education. Students learn intervention techniques and strategies to work with children with disabilities and other special needs.
CD 270 3 Units
Adult Supervision and Mentoring in Early Care and Education
This course presents methods and principles for supervising student teachers, volunteers, staff, and other adults in early care and education settings. The roles and development of early childhood professionals as mentors and leaders is emphasized.
CD 271 3 Units
Administration I: Programs in Early Childhood Education
This course is an introduction to the administration of early childhood programs. It covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. This course also examines the administrative tools, philosophies, and techniques needed to organize, open, and operate and early care and education program.
CD 272 3 Units
Administration II: Personnel and Leadership in Early Childhood Education
This course provides effective strategies for personnel management and leadership in early care and education settings. It includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.